Purpose-driven learning for social transformation: A case study of the Aga Khan University Institute for educational development

Abstract

Purpose-driven learning has emerged as a transformative approach in higher education, aligning academic programs with societal needs and fostering social impact. This study examines how the Aga Khan University Institute for Educational Development (AKU-IED) implements purpose-driven learning in East Africa, addressing the challenges of resource-constrained environments. Using qualitative data, the study explores AKU-IED’s strategies for contributing to social impact through long-term educator empowerment, interdisciplinary collaboration, and strategic partnerships. The findings affirm existing literature on purpose-driven learning by demonstrating how experiential learning, critical thinking, and community engagement can drive educational and societal change. However, the study also extends the literature by providing new insights into how purpose-driven models can be adapted to address regional and national development goals, such as Tanzania’s Vision 2025. AKU-IED’s focus on producing highly skilled graduates capable of leading systemic change—rather than simply increasing enrollment—offers a novel perspective on higher education’s role in social development. Furthermore, the study highlights the importance of sustained professional development and context-specific mentorship in fostering leadership and social innovation in resource-constrained settings. These findings provide valuable lessons for other universities aiming to adopt purpose-driven learning models, particularly in developing regions. By aligning its educational mission with both global frameworks, such as the Sustainable Development Goals (SDGs), and local contexts, AKU-IED exemplifies how higher education can serve as a powerful catalyst for sustainable development and societal transformation.